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Contextos, pretextos e protagonistas da (in)disciplina na escola : um estudo de caso numa escola de 2º e 3º ciclo
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Orientador(es)
Resumo(s)
A tendência actual da investigação, em educação, aponta para a necessidade de perceber os
processos (o como), em vez de procurar os produtos (o quê e o quanto). Neste trabalho procura-se
relacionar a problemática disciplinar com o clima de escola, ou seja, perceber o modo como
o clima de escola e a existência de (in)disciplina se influenciam mutuamente, numa escola de
2º e 3º ciclos do ensino básico, da Zona Centro de Portugal. A constatação destas influências
assentou em dados empíricos recolhidos através de oito entrevistas semi-estruturadas e de
observações «participantes» realizadas em reuniões de conselho de turma e sala de professores.
Seguimos, portanto, uma linha metodológica que combina o estudo de caso de inspiração
etnográfica com uma sequência de entrevistas de investigação.
Da análise dos dados, obtida pelas metodologias referidas, foi possível inferir que a escola
em causa é considerada por diversos intervenientes (professores, alunos, encarregados de
educação e auxiliares educativos) pouco problemática ao nível da indisciplina, ao mesmo
tempo que estes mesmos actores consideram que isso mesmo se deve ao clima positivo que a
caracteriza.
Assim, e tendo em conta a observação no terreno e a perspectiva dos sujeitos entrevistados,
parece poder concluir-se que a construção do clima de escola está associada a uma dinâmica
interactiva que se produz entremos actores escolares e está dependente do estilo de relações
interpessoais estabelecidas, com o estilo de liderança, com as formas de comunicação
estabelecidas, com as normas e regras em uso e com os papéis assumidos - uma conclusão
convergente com alguma da literatura consultada. Na mesma linha de ideias, pode considerar-se
que a existência de um clima assim definido, permite desenvolver uma cultura de concertação e
cooperação, onde a proximidade e a afectividade são tidas como características fundamentais
para o desenvolvimento de um sentimento de pertença à escola.
The current trend in education research is directed towards the need to understand the processes (the How), instead of searching for the products (the What and the How much). This work relates the discipline approach to the school environment, i.e. it aims to understand how the school environment and the existence of (in)discipline are mutually influenced in a 2nd and 3rd cycle basic education school in the central area of Portugal. The perception of these influences has been supported by empirical data collected through eight semi-structured interviews and through «participating» observations accomplished in group council meetings and teachers’ room. Therefore it is followed a methodological line, which combines the case study of ethnographic inspiration with a sequence of research interviews. Taking into account the data analysis, obtained through the referred methodologies, it was possible to infer that the school is considered by different intervenients (teachers, students, people legally responsible for the child’s education and education assistants) as not much problematic, as far as indiscipline is concerned, and the same intervenients consider that this fact is due to the positive environment that characterises the school. This way, and considering the observation in loco and the interviewed subjects’ perspective, it may be concluded that the school environment’s construction is connected to an interactive dynamics, which is produced among the school actors and depends on the established relationships style with the leadership style, with the forms of established communication, with the norms and rules in use and with the assumed roles - a conclusion converging with some of the consulted literature. Following the same perspective, it can be considered that the existence of such an environment allows the development of an adjusting and cooperative culture, where the proximity and the affectivity are seen as essential characteristics for the development of feelings of belonging at school.
The current trend in education research is directed towards the need to understand the processes (the How), instead of searching for the products (the What and the How much). This work relates the discipline approach to the school environment, i.e. it aims to understand how the school environment and the existence of (in)discipline are mutually influenced in a 2nd and 3rd cycle basic education school in the central area of Portugal. The perception of these influences has been supported by empirical data collected through eight semi-structured interviews and through «participating» observations accomplished in group council meetings and teachers’ room. Therefore it is followed a methodological line, which combines the case study of ethnographic inspiration with a sequence of research interviews. Taking into account the data analysis, obtained through the referred methodologies, it was possible to infer that the school is considered by different intervenients (teachers, students, people legally responsible for the child’s education and education assistants) as not much problematic, as far as indiscipline is concerned, and the same intervenients consider that this fact is due to the positive environment that characterises the school. This way, and considering the observation in loco and the interviewed subjects’ perspective, it may be concluded that the school environment’s construction is connected to an interactive dynamics, which is produced among the school actors and depends on the established relationships style with the leadership style, with the forms of established communication, with the norms and rules in use and with the assumed roles - a conclusion converging with some of the consulted literature. Following the same perspective, it can be considered that the existence of such an environment allows the development of an adjusting and cooperative culture, where the proximity and the affectivity are seen as essential characteristics for the development of feelings of belonging at school.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e Desenvolvimento Curricular), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Indisciplina escolar Clima de escola Relações inter-pessoais Etnografia